Frogmore Junior School Behaviour Policy

Effective Date September 2016 Review Date September 2017 Date Approved by Governing Body: 15.9.16 Signature Chair of Governors:

The University of Chichester (Multi) Academy Trust is a company limited by guarantee, registered in England and Wales. Company number: 8595545. Registered office: University of Chichester, Bishop Otter Campus, College Lane, Chichester, West Sussex PO19 6P

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This policy is the statement of principles, aims and strategies for the positive management of behaviour at Frogmore Junior School. This policy aims to:  Promote good behaviour and respect  Prevent bullying  Regulate the conduct of pupils This policy is guided by: ‘A guide to the law for school governors’ http://www.education.gov.uk/schools/leadership/governance/b0065507/gttl The Equality Act 2010 http://www.education.gov.uk/aboutdfe/policiesandprocedures/equalityanddiversity/a0064570/the-equality-act2010 Behaviour and Discipline in schools: guidance for governing bodies http://media.education.gov.uk/assets/files/pdf/b/behaviour%20and%20discipline%20in%20schools%20%20%2 0guidance%20for%20governing%20bodies.pdf Use of Reasonable Force: advice for head teachers, staff and governing bodies http://media.education.gov.uk/assets/files/pdf/u/use%20of%20reasonable%20force%20advice%20for%20head teachers%20and%20governors.pdf Screening, searching and confiscating: advice for head teachers, staff and governing bodies http://media.education.gov.uk/assets/files/pdf/s/screening%20searching%20and%20confiscation%20%20%20 advice%20for%20headteachers%20and%20governors.pdf PRINCIPLES The Governing Body’s aim is for this policy to promote good behaviour and discipline. The following principles have been devised by the Governing Body in consultation with staff and parents/carers. At Frogmore Junior School we believe that:  Good behaviour is an essential condition for effective teaching and learning to take place.  Pupils and staff have the right to learn and teach in an environment that is safe, friendly, peaceful and fair.  Good behaviour must be carefully developed and supported.  High self-esteem promotes good behaviour, effective learning and positive relationships.  The best results, in terms of promoting good behaviour, arise from emphasising potential, rewarding success and giving praise for effort and achievement, rather than focusing on shortcomings and failure.  Through the example of the adults who care for them at school, through well planned and stimulating learning opportunities, we believe that children will accept learning challenges and develop selfdiscipline.  It is the responsibility of parents to share with the school in helping their children to behave well.

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Our Aims for Good Behaviour Our aims are:  to work consistently and fairly in the positive management of behaviour  to help our children develop into caring and thoughtful people who respect and value the feelings, opinions, beliefs, property and differences of others  to encourage staff, children and parents to value good behaviour  to develop our children’s self-discipline  to help our children to feel good about themselves and others  to encourage our children to co-operate with one another and with adults in the school  to create a positive and stimulating learning environment, having high expectations of children’s work  to work alongside parents to encourage our children to develop socially, personally, academically, morally and spiritually in preparation for a positive role in society. Our Objectives We support positive behaviour and a positive environment through:  a consistent approach by the whole school community  constructive whole school planning for Moral and Social development/Jigsaw  appreciating and following agreed codes of behaviour  encouraging our children to see themselves as a member of the school team and recognising their responsibility within this  developing the skills of co-operation and discussion  encouraging everyone to take care of and have respect for their own and each other’s belongings  encouraging everyone to take pride in our environment  having a positive and consistent approach to playtimes and lunchtimes  creating a stimulating classroom environment  providing clear and positive learning experiences  fairly and consistently offering a broad and balanced curriculum that is well prepared, planned and stimulating to each child  ensuring that curriculum issues concerning organisation, methods of teaching and learning, content, differentiation are addressed. As adults we have a vital part to play as role models. We do this through: demonstrating good manners practising good behaviour to each other as well as to the children teaching appropriate behaviour and giving feedback when pupils are behaving well showing respect for every child as an individual making every child feel valued not accepting bullying, anti-social behaviour in school, on any level, at any time being aware of vulnerable children being seen to be fair and consistent responding quietly, calmly, consistently and positively criticising the behaviour not the child avoiding labelling listening with empathy and tact handling confidential information with sensitivity having regular liaison and update meetings internally and with relevant outside agencies to make our policy effective an awareness of our appearance and demeanour and the messages these give At the beginning of each school year and regularly throughout the year, teachers and pupils will discuss expectations of behaviour, both in the classroom and around school. A school Charter of Rights and Responsibilities will be drawn up and these are reflected in the class charters.

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Children’s understanding of the Behaviour Policy will be a progressive teaching and learning experience from Year Three through to Year Six. However, rules for each classroom will be broadly consistent with the following, to ensure fairness and continuity:        

We are gentle. We don’t hurt others We are kind and helpful. We don’t hurt anybody’s feelings We listen. We don’t interrupt We are honest. We don’t cover up the truth We work hard. We don’t waste our own or others’ time We look after property. We don’t waste or damage things We respect each other. We treat each other as we would want to be treated We are polite and remember our manners

Similarly, children will be expected to follow simple rules outside the classroom:    

Walk around the school – don’t run Inside the building, keep to the left Put litter in a bin In the dining hall, eat quietly, remembering table manners

Jigsaw PHSE scheme of work. Positive behaviour is consistently reinforced and the staff model appropriate behaviour in their interactions with each other and with the children. The school teaches the JIGSAW curriculum, where pupils learn the skills of self-awareness, self-regulation, motivation and empathy as well as social skills. JIGSAW assemblies celebrate these skills each half term. Children are provided with consistent positive encouragement and specific recognition when they do demonstrate positive behaviour. The time spent delivering JIGSAW reinforces opportunities to practice skills needed to develop positive relationships. Through the PSHE curriculum the fundamental rights of all those in school are also reinforced. Playground buddies support positive behaviour on the playground and at lunchtime. The same positive ethos is promoted at lunchtimes and the same behaviours are rewarded with praise, Smilies and stickers. Teachers and other adults adopt a positive and empathetic manner when responding to children and to each other. In the Playground All children should know the rules for the playground:  Listen to adults and follow their instructions immediately  Children should show care and consideration for others at all times. Any form of bullying or teasing will be treated very seriously. Children should play games which are not a danger to themselves or others, e.g. no play fighting and no playing on steps or out of sight of the lunchtime supervisors. School property should not be damaged. Morning playtimes Verbal warnings should be given when children misbehave. If the issue is considered more serious, immediate “time out” should be given. This can be held in the Sunshine Room. If the same child offends regularly the child’s class teacher should be informed, behaviour can then be addressed within the classroom for that child. The adult’s discretion is to be used at all times. Wet Playtime Charters will be used within classrooms during bad weather. Lunchtimes The Senior Supervisor will inform the Supervisory Assistants when the children may go on the field. Children are reminded to behave well outside the classroom by being a good friend and playing with regard to our outside rules. Children’s names are recorded on a sheet if they do break playtime rules and these are then given to the class teacher and Headteacher. Incentives and Sanctions We can reward good behaviour by using:  Praise

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            

Stickers, personal ‘smilies’ or whole class ‘smilies.’ Special responsibilities Special mention in front of class or school Student of the week in each class. Special Person of the Week Displays of good work throughout the school Certificates Golden time Visit to Headteacher for praise/award/certificate Termly Good Behaviour Certificates/Lunchtime Certificates JIGSAW Certificates Raffle tickets SWAG tags

The giving of awards takes place in class, at the weekly celebration assembly, end of term assembly or as an immediate response to achievement. At the end of each term, all children who have ‘stayed on green’, meaning they have behaved well, will receive a ‘Good Behaviour’ certificate. It is recognised that there will be children who will receive all three certificates in a year, therefore 'levels' to the certificates are created to show progression and provide opportunities to celebrate individual good behaviour during celebration assembly. All children are put into one of four Houses (Darby, Fitzroy, Kingsley and Monteagle) when they join the school. They record house points/ smilies, which are awarded for effort and achievement and to positively reinforce good behaviour. This reinforces the importance of working together as a team. House point totals are announced weekly in celebration assembly. At the end of the term, the House with the most points receives the House trophy accepted by their House Captains. Sanctions – Staying on Green In the classroom, if a child breaks a school or class rule, a verbal warning will be given. If the poor behaviour is repeated, a second warning is given. If this is repeated for a third time the child will move from green to ‘amber’. This will result in the child spending an allotted amount of time completing a ‘behaviour reflection sheet’ (see appendix) in class and the class teacher will file this and contact the child’s parents by telephone that day. In the lower school, the exact amount of time spent completing the behaviour reflection sheet will be left to the teachers’ discretion. In the upper school the first verbal warning will equate to the student missing 5 minutes of their break. A second verbal warning will equate to the student missing 10 minutes of their break. If a third warning is given and the child moves to ‘amber’ then they will miss their entire morning break. If the poor behaviour continues, the child moves to ‘red’. This child is then sent to the senior teacher with their completed reflection sheet and some work to do. The class teacher will then contact the parents at the end of the day and a “Red Letter” will be sent home. Moves off green should be recorded in a teacher’s mark book. Children who stay off red for a term will be awarded a ‘Good behaviour certificate’. All children who go onto red will be monitored by the teacher to see if other intervention is required. This will be done in consultation with the designated lead for Behaviour and Inclusion. Certain actions will result in a child moving straight to red:  Deliberately throwing something, i.e. a pencil, and it hitting someone causing harm.  Swearing directly at a member of staff.  Physically threatening/abusing a member of staff.  Making a racist or cultural insult. NB: All incidents of racism must also be reported to the Headteacher immediately. Please see separate AntiBullying policy for more details. Children will return to green at the end of each morning or afternoon session to start the next session ‘fresh’. There may be occasions when a child’s behaviour is so unacceptable that other sanctions will be appropriate.

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Whenever the school becomes concerned that a child’s general behaviour is deteriorating, or in the event of exceptionally aggressive or poor behaviour, parents will be contacted by telephone or in writing and, if appropriate, invited to come into the school to discuss concerns. Behaviour Monitoring Charts (see appendix) and Individual Behaviour Plans (IBPs) will be used to help manage and rectify poor behaviour. Class teachers will regularly meet with all parents of children with IBPs to discuss progress with both the parents and child present. The IBP will outline personalised expectations, targets and responses to specific behaviours. Therefore, those with IBPs will not be expected to follow the typical class behaviour chart. In the event of an extremely serious incident, for example, one in which the child has lost self-control, or in the event of gradual deterioration in behaviour, despite many interventions and appropriate warnings, a short-term exclusion may be imposed. Should a child’s behaviour be so extreme that physical restraint is necessary the school will adopt the guidelines set down in the DfE Circular 10/98. Permanent exclusion would be an ultimate sanction and one which would be reluctantly imposed. Staff Development The school uses Local Authority professionals to provide whole school INSET as required and staff are also informed of relevant courses being run by Hampshire’s CPD service. The PSHE coordinator also attends network groups and disseminate information to staff. Supply staff are given a copy of the behaviour policy and the rewards and sanctions available to them are clarified. Lunchtime supervisors are made aware of the policy by the PSHE co-ordinator who arranges any additional training they require. Exclusion Where the behaviour of a pupil seriously violates the school rules, or where the continued presence of the pupil is a serious threat to the safety of others, it may be considered necessary to exclude that pupil, either permanently or for a fixed term. See HCC Guidance. Positive Handling (Restraint) When a pupils behaviour presents a serious danger of causing significant harm to themselves, to others or property or there is a major threat to good order, approved staff may need to take physical control until such time as the pupil is able to take back control for themselves. Any restraint should be in line with Hampshire County Council’s guidelines and the school’s Restrictive Physical Intervention policy (DfE circular 10/98 applies). Where it has been recognised that physical restraint may be necessary, the process will be outlined in the students IBP. Several members of staff have received Team Teach training and use positive handling strategies:a list of those trained will be displayed in each classroom. School staff have a legal power to use reasonable force and lawful use of the power will provide defence to any related criminal prosecution or other legal action. Suspension should not be an automatic response when a member of staff has been accused of using excessive force. Senior school leaders should support their staff when they use this power. The term ‘reasonable force’ covers the broad range of actions used by most teachers at some point in their career that involve a degree of physical contact with pupils. Force is usually used either to control or restrain. This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a pupil needs to be restrained to prevent violence or injury. Reasonable in the circumstances’ means using no more force than is needed. Restraint means to hold back physically or to bring a pupil under control. It is typically used in more extreme circumstances, for example when two pupils are fighting and refuse to separate without physical intervention.

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School staff should always try to avoid acting in a way that might cause injury, but in extreme cases it may not always be possible to avoid injuring the pupil. All school staff have a legal power to use reasonable force. Discipline beyond the school gates Disciplining beyond the school gate covers our response to all non-criminal bad behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a member of staff or reported to the school. All staff should follow the school’s behaviour policy when pupils are:  taking part in any school-organised or school-related activity  travelling to or from school  wearing school uniform  in some other way are identifiable as a pupil at the school  misbehaving at any time, whether or not the conditions above apply if it could have repercussions for the orderly running of the school  posing a threat to another pupil or to a member of the publicIf it is not possible to intervene directly, the behaviour should be noted and brought to the Headteacher’s attention as soon as possible. If the behaviour is criminal or poses a serious threat to a member of the public, the police should always be informed. In addition, school staff should consider whether the misbehaviour may be linked to the child suffering, or being likely to suffer, significant harm. In this case the school staff should follow our safeguarding policy. The Headteacher must be informed if staff have applied our behaviour policy outside of school. Complaints against school staff (i) All complaints about the use of force will be thoroughly, speedily and appropriately investigated. (ii) Where a member of staff has acted within the law – that is, they have used reasonable force in order to prevent injury, damage to property or disorder – this will provide a defence to any criminal prosecution or other civil or public law action. (iii) When a complaint is made, the onus is on the person making the complaint to prove that his/her allegations are true – it is not for the member of staff to show that he/she has acted reasonably. (iv) Suspension must not be an automatic response when a member of staff has been accused of using excessive force. We will refer to the “Dealing with Allegations of Abuse against Teachers and Other Staff” guidance where an allegation of using excessive force is made against a teacher. This guidance makes clear that a person must not be suspended automatically, or without careful thought. (v) We will consider carefully whether the circumstances of the case warrant a person being suspended until the allegation is resolved or whether alternative arrangements are more appropriate. (vi) If a decision is taken to suspend a teacher, we will ensure that the teacher has access to a named contact who can provide support. (vii) The Governing body will always consider whether a teacher has acted within the law when reaching a decision on whether or not to take disciplinary action against the teacher. (viii) As employers, Frogmore Junior School has a duty of care towards our employees. It is important that we provide appropriate pastoral care to any member of staff who is subject to a formal allegation following a use of force incident. Complaints against Children Complaints of harassment or bullying involving children will be handled sensitively, ensuring fairness to both sides. Investigations will be followed up by action consistent with the school’s anti-bullying, pupil discipline and behaviour management policies. Monitoring This policy is brought to the attention of staff, pupils and parents in the autumn term each year and is formally reviewed, along with the principles that underpin it, every two years. The policy is monitored less formally via

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staff meetings each term. Sanctions are monitored termly by the PSHE co-ordinator. The review breaks down the sanctions given into the following categories- age, ethnicity, gender and SEN and Disability. A copy of this policy is available on the school website. The school recognises that the development of a school community, which is a secure and purposeful environment, in which children have high self-esteem and respect and tolerance for others, is an aim shared with parents, and that the successful implementation of this policy depends upon the support of parents. It is hoped that parents share the aims and content of this policy with their children. Agreed/reviewed: Next review:

December 2014 December 2016

APPENDICIES 1. Managing behaviour on a day to day basis (notes for staff) 2. Behaviour Reflection Sheets 3. Behaviour Monitoring Charts

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Appendix 1 Managing Behaviour on a day to day basis Ways to stop some of the disruptive behaviour in your classroom. CLASSROOM ORGANISATION Create a stimulating and purposeful learning environment. Walking into a purposeful classroom automatically calms children. Disorganisation creates chances for pupils cause disruption. BE READY! Make sure all lessons are planned for and basic equipment is set up before children enter the classroom, make sure you are clear what you are teaching and they are learning. E.g. Not getting LSAs to do last minute photocopying. You could have a question of the day or a downloaded piece of artwork to discuss quickly during registration. DIFFERENTIATION Is your lesson worth behaving for? Are your disruptive pupils being challenged? Do they listen to instructions? Get your LSA to observe and note down what they are doing when you are teaching. Are they interested in the lesson? Make sure their needs are met. ROUTINE Try and stick to a timetable. Children like knowing what they are going to be doing. After a few weeks children will move from ‘What are we doing after lunch?’ to ‘Are we continuing our art like we normally do on Monday afternoons?’ Try and put in a non-academic subject in every day – Art/DT, PE x 2, PHSE & Citizenship, Drama, and Music. Children are entitled to a broad and balanced curriculum. REWARDS Consistent smilies given regularly. You may need an alternative reward system for some children who are regularly disruptive. CLASSROOM SETUP & PROCEDURES • Have set lining up places – pairs of boys and girls, reduce the long line • Class seats • Carpet places • Screens if necessary • Consider access to carpet and exit – walkways from tables – that passes who to get somewhere. • Walk children to music. • Collect promptly from playtimes – perhaps get an LSA at the end of your line. • Do most problems at break and lunch happen in the last 10min? If so, get them to come in early to go on the computer of play indoor games. This acts as a cooling off period. TARGETS Most disruptive children will be on the SEN register – these targets need to be monitored daily for evidence and reviewed with parents weekly. Children should not have more than 2-3 targets. Your SEN children should be grouped to make monitoring more achievable. Those on a monitoring program need rewarding too. E.g. If they get 3 or less sad faces for their targets they can have 15min where they can choose or have a special time with a LSA.

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Appendix 2

Frogmore Junior School BEHAVIOUR REFLECTION FORM NAME:________________________ CLASS: ____ DATE: ______ I understand that these are the rules I have broken:

Signed __________________________________________ (pupil)

Signed__________________________________________ (member of staff)

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NAME:________________________CLASS: ____DATE: ______

Pupils may draw and label or write in the boxes

1st warning My first warning was because I

2nd warning My second warning was because I

AMBER I am now on amber because I

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Appendix 3 Behaviour Monitoring Charts

NAME: Date 1st Session

CLASS: Assembly 2nd & break Session

DATE:

Lunch

PM sessions

Mon

Tue

Wed

Thurs

Fri

Target 1:

Target 2:

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